Students and education during the COVID-19 pandemic: Study and perspectives

Viktoriya I. Rerke; Natalia V. Belyakova; Angela B. Mottaeva; Lyudmila P. Shipovskaya; Alla V. Ignatyeva; Leonid V. Blinov; Irina G. Kalina

doi:10.22633/rpge.v25iesp.7.16160

Autores

Viktoriya I. Rerke Irkutsk State University, Irkutsk – Russia https://orcid.org/0000-0002-7722-8287
Natalia V. Belyakova Russian State Social University, Moscow – Russia https://orcid.org/0000-0001-7116-9389
Angela B. Mottaeva Moscow State University of Civil Engineering, Moscow – Russia https://orcid.org/0000-0002-3599-5605
Lyudmila P. Shipovskaya Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia https://orcid.org/0000-0001-6139-948X
Alla V. Ignatyeva Moscow City University, Moscow – Russia https://orcid.org/0000-0001-7772-5219
Leonid V. Blinov Pacific National University, Khabarovsk – Russia https://orcid.org/0000-0003-0167-7147
Irina G. Kalina Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia https://orcid.org/0000-0003-0276-8227

DOI:

https://doi.org/10.22633/rpge.v25iesp.7.16160

Palavras-chave:

COVID-19, Atividade voluntária, Alunos, Educação, Características psicológicas

Resumo

A pandemia COVID-19 tornou-se um problema de saúde em todo o mundo e impôs um impacto significativo na educação. Como resultado, na metade do segundo semestre de 2019/2020, os métodos de aprendizagem foram ministrados por meio do ensino a distância (EaD). O objetivo do artigo é estudar os detalhes da educação online durante a pandemia de Covid-19. Um estudo diagnóstico abrangente das características psicológicas dos alunos incluiu os seguintes métodos: o teste das orientações do significado da vida (OVM), adaptado por D. A. Leontiev (2006), diagnóstico da estrutura motivacional da personalidade. Com base nos resultados da pesquisa empírica realizada, a duração do estudo influenciou a preferência dos alunos. Além disso, um número maior de alunos do primeiro ano preferiu o EaD em comparação com os mais velhos. Apesar de alguns desafios, os alunos puderam se ajustar aos novos métodos de ensino de EaD completa, e a maioria reconheceu que a aprendizagem combinada pode ser realizada posteriormente. A pandemia COVID-19 transforma a aplicação da tecnologia na educação e nas abordagens de ensino em um futuro próximo.

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Biografia do Autor

Viktoriya I. Rerke, Irkutsk State University, Irkutsk – Russia

PhD in Psychology, Associate Professor of the Department of Social Pedagogy and Psychology.

Natalia V. Belyakova, Russian State Social University, Moscow – Russia

PhD in Psychology, Associate Professor of the Faculty of Psychology.

Angela B. Mottaeva, Moscow State University of Civil Engineering, Moscow – Russia

Doctor of Economics, Professor of the Department of Construction and Real Estate Management.

Lyudmila P. Shipovskaya, Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia

Doctor of Philosophy, Associate Professor of the Department of Social Psychology.

Alla V. Ignatyeva, Moscow City University, Moscow – Russia

PhD in Pedagogy, Associate Professor of the Department of Decorative Arts and Design.

Leonid V. Blinov, Pacific National University, Khabarovsk – Russia

Doctor of Pedagogy, Professor of the Department of the Theory and Technique of Pedagogical and Defectology Education.

Irina G. Kalina, Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia

PhD in Pedagogy, Associate Professor of the Department of Physical Education and Sport.

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Estudantes e educação durante a pandemia de COVID-19

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Biografia do Autor

Viktoriya I. Rerke, Irkutsk State University, Irkutsk – Russia

Natalia V. Belyakova, Russian State Social University, Moscow – Russia

Angela B. Mottaeva, Moscow State University of Civil Engineering, Moscow – Russia

Lyudmila P. Shipovskaya, Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia

Alla V. Ignatyeva, Moscow City University, Moscow – Russia

Leonid V. Blinov, Pacific National University, Khabarovsk – Russia

Irina G. Kalina, Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia

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